Evaluation and control of the cortical activation in the deficits of maintained attention

At present, there is no doubt that the maintained attention is modified with practice, for that reason each subject can generate his own potential of attention. It is also known that this dynamic model of attention is determined by cognitive, conative and affective variables that need an evaluation and "an adapted" intervention. The cuasi-experimental work described here is framed under this perspective. Its objective is to know the effectiveness of a combined intervention (cortical activation and continuous performance) in order to lower the deficit of maintained attention linked to academic underachievement. The work consists of a sample of 64 subjects with deficit in maintained attention, with ages between 10 and 16 years, of which 30 form the control group and 34 the experimental group. The obtained results demonstrate the effectiveness of the intervention in the improvement of the maintained attention (a greater degree of activation increases the quality of the concentration and the control of performance). These results may be arguable considering some methodological limitations of the study.